Early Identification and Intervention in SEND: Best Practices for Early Intervention

Let’s face it—being in education is like being a detective. There we are, staring down at a sea of young faces, trying to spot who needs what. Some are flying through phonics, while others are staring at the page as if it just insulted their family. The magic of early identification and intervention in Special Educational Needs and Disabilities (SEND) is that it gives us a magnifying glass to figure out what’s going on and, more importantly, how to help.

As a SENCo and school leader, I’ve learned that the key to successfully supporting children with SEND is to catch it early and act fast. It’s like putting out a small fire before it burns down the whole building. And yes, sometimes it does feel like firefighting!

The Early Bird Catches the SEND

We’ve all heard it—"early intervention is key." But why? Well, think of it this way: would you wait until your car breaks down completely before taking it to the mechanic? (Some of you are thinking "yes," but humour me here.) The earlier we can identify that something isn’t quite right, the earlier we can jump in with targeted support and make a world of difference for that child.

Here’s the thing: the SEND Code of Practice (2015) makes it clear that we’re not just responsible for supporting students who have already been diagnosed with a need. We need to be actively looking for those early signs—delays in speech, struggles with reading, difficulty focusing—and then taking action immediately.

“But They’re Just Young!”

One of the biggest hurdles I’ve faced is people brushing off signs of SEND because “they’re just young.” Yes, they’re young, and yes, some kids do grow out of certain behaviours, but we can’t afford to wait and see if a child magically becomes fluent in phonics overnight. I like to remind staff (and parents!) that early intervention doesn’t mean we’re slapping a label on a child. It just means we’re keeping an eye out and making sure they get what they need to thrive—whether it’s a bit of extra reading practice or something more specialised.

Spotting the Signs: A SENCo’s Checklist

As a SENCo, I’ve become a bit of a presentation sleuth. Here are some common early indicators that prompt me to start digging deeper:

• Speech delays
• Reading struggles
• Focus and attention
• Emotional or social difficulties

“Great, So What Do I Do Next?”

So, you’ve identified that something’s going on. Now what?

1. Gather evidence: Yes, I know you’ve already got a mountain of paperwork, but documenting those little signs—how often they happen, in what context, and what triggers them—will help you make a case for further assessment if needed.
2. Collaborate with parents: Sometimes parents are the first to notice an issue, and sometimes we see things they don’t. Either way, it’s important to build a partnership with them from the start. If we don’t bring them along for the ride, we’re doing the child a disservice.
3. Act early: Whether it’s putting some interventions in place—like small group work, specialised teaching strategies, or even referrals for assessments—it’s all about getting in there early and giving that child the best possible shot.

The Challenges of Early Identification (aka the Fun Bits)

Working in SEND is rewarding, but it comes with its challenges—particularly when it comes to early identification. One of the biggest hurdles is the wait. External assessments (like educational psychologists or speech therapists) can take months, and in international schools, where access to services can be limited, it’s a whole different ballgame. But just because we can’t get a full diagnosis right away doesn’t mean we can’t get started. There’s so much we can do before we get the official paperwork!

Another challenge? The “he’ll grow out of it” crowd. While some behaviours and difficulties are part of normal child development, as professionals, we need to trust our gut. If something feels off, it’s probably time to step in.

The SEND Code of Practice: Our Guide in 2024

Remember, the SEND Code of Practice (2015) is still our Bible when it comes to best practice. It emphasises graduated responses, meaning that we’re constantly assessing, planning, doing, and reviewing. We’re not looking for quick fixes; we’re creating long-term strategies that adapt to the needs of the child as they grow.

In 2024, the principles of early identification and intervention are more relevant than ever. The earlier we intervene, the more likely it is that we can close the gap before it widens. That’s true whether you’re teaching in a local school in the UK or a British international school across the globe.

Final Thoughts: Why Early Identification is a Game Changer

It’s no secret—early identification and intervention is one of the most effective ways to support SEND students. The earlier we catch a need, the more we can do to help, and the better that child’s long-term outcomes will be. And remember, even if we don’t have all the answers straight away, showing that we care enough to start the conversation is half the battle.

So, to my fellow SENCos, teachers, and school leaders: Keep your detective hats on, keep an eye out for those early signs, and don’t wait until the wheels fall off to take action. The difference you make in those first weeks or months can shape a child’s entire educational journey—for the better.

Now, go out there and make SEND magic happen!